A Survey On The Professional Qualities Of Chinese Teachers In Vietnamese Chinese Training Institutes

The friendly relations between China and Vietnam have a long history.With the development of the economy,the number of Vietnamese Chinese learners is increasing.To meet the learners’ Chinese learning needs,many Chinese languages training institutions had emerged as Vietnam.Training institutions had played an irreplaceable role in Vietnam and made good contributions to the training of talents.In teaching,the teaching effect is an important goal,and the quality of teachers is an important factor that directly affects the teaching effect.Improving the professional quality of Chinese teachers is conducive to improving the teaching effect.To understand the current situation of the professional quality of Vietnamese native Chinese teachers,the existing problems of teachers,and the needs of students for the quality of Chinese teachers,we took Vietnamese Chinese language training institutions as the scope of the investigation and conducted many surveys,including Chinese teachers and students in training classes.This study first uses the literature researched method to summarize the three dimensions of Chinese teachers’ professionalism: professional knowledge,professional ability,and professional spirit.Secondly,a questionnaire survey was conducted among 215 teachers and 252 students from 158 Chinese language institutions,with in-depth interviews and classroom observation as supplementary analysis.The results show that there are differences between teachers’ quality and students’ needs to some extent.The self-evaluation of teachers participating in the survey is the professional ability of teachers’ professional quality > professional knowledge > professional spirit,while the evaluation of students is: teachers’ professional knowledge > professional spirit >professional ability.In general,the Chinese teachers in Vietnamese Chinese language training institutions are a relatively young group,and the proportion of male and female teachers is seriously unbalanced;Although for most teachers,Chinese teaching is only their part-time job,teachers also pay attention to the improvement of professional quality.The research shows that teachers have the following problems:(1)Vietnamese native Chinese teachers are relatively young and lack teaching experience;(2)Teachers are vague about the basic theories of all aspects of pedagogy;(3)Teachers’ general knowledge(Chinese cultural classics reading knowledge and other disciplines knowledge)is not good;(4)The teacher’s pronunciation is not standard;(5)The teaching method is monotonous;(6)Lack of scientific research ability;(7)Professional values and professional ethics need to be improved.The differences in Chinese teachers’ age,identity,practical experience,educational background,teaching experience,and so on have a significant impact on teachers’ cognition of professional quality.In addition to the teachers themselves,Chinese language training institutions and national policies are also the key factors that affect the improvement of Vietnamese Chinese language teachers’ professional quality.Based on the above research,we put forward some thoughts and suggestions on improving the professional quality of Vietnamese Chinese teachers from the individual teachers,Chinese language training institutions,and the national level.